Bright Horizons First Direct Stourton Day Nursery And Preschool

Bright Horizons First Direct Stourton Day NurseryAnd Preschool
Unique reference number (URN): 2563491
Address: 40 Wakefield Road, LEEDS, Yorkshire, LS10 3TP
Type: Childcare on non-domestic premises
Registered with Ofsted: 06/01/2020
Registers: EYR, CCR, VCR
Registered person: Bright Horizons Family Solutions Limited
Inspection report: 10 August 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Expected standard
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.
Achievement Expected standard
All children, including those with special educational needs and/or disabilities (SEND), make
progress from their starting points. Children develop the skills they need for the next stage of
their learning, including school. A well-sequenced curriculum typically supports children to
build on their existing skills. Children are curious, enthusiastic to learn and eager to explore.
Babies show their physical development when they independently crawl and walk from
indoors to outdoors. Toddlers enhance their small- and large-muscle development as they
squeeze play dough and stomp their feet like dinosaurs. Two- and three-year-old children
experiment with water and show their understanding of volume and capacity. Pre-school
children show their literacy development as they recognise the initial sound of the first letter
of their name.
Children with SEND move from using no language to speaking several words together. For
example, they confidently explain what they ate for their lunch to staff. Children with SEND
have the same opportunities to develop alongside their peers and take part fully in the
curriculum.
Behaviour, attitudes and establishing routines Expected standard
Staff typically build warm, respectful and thoughtful relationships with children. At every
opportunity, staff seek permission from children to change their nappy before doing so. They
ask children if they can put a bib on them before lunch. Children have a choice of which
meal sitting they would like to attend so that this does not interrupt their play. Those
returning to the nursery after a period away, or children transitioning from another room, are
given sensitive and supportive interactions. These established routines and respectful
culture support children's behaviour, emotional wellbeing and development. It also shows
how children's voice is valued and important in the nursery.

Children demonstrate positive attitudes to learning. They play games and take part in
activities collaboratively throughout the nursery. Children learn to share and take turns.
Where any minor disputes take place, staff manage these well, offering support to all
children as they find a harmonious outcome. Leaders and staff act as positive role models
for children. They understand the importance of punctuality and regular attendance for
children's education, and this is shared well with parents.
Children's welfare and wellbeing Expected standard
All children, including those with special educational needs and/or disabilities, develop
secure attachments and warm bonds with their key person and other familiar adults. This
promotes all children's wellbeing and welfare effectively. Children typically enjoy a healthy
and balanced diet. Staff make sure mealtimes are enjoyable and social occasions. Effective
and robust procedures are carried out to ensure that children's dietary requirements are
met. Staff face children as they eat to help ensure their safety. Pre-school children learn
about portion control when they self-serve food, which supports their understanding of
healthy eating.
Effective hygiene practice makes sure that the personal needs of all children are met
appropriately. Pre-school children wash their hands independently before lunch and after
wiping their nose. Staff support children's oral care and self-care skills. They provide detail
and resources to parents to support this learning further, such as information about dental
health, toothpaste and a brush for children to take home. Staff place a focus on teaching
children about sustainability and their indoor and outdoor environment. They teach children
about key topics, including biodiversity, energy and litter. This structure allows children to
learn about long-term, sustainable habits and how to look after the world in which they live.
Curriculum and teaching Expected standard
Overall, the curriculum is ambitious and inclusive and reflects children's interests and their
individual needs. The curriculum is adapted to ensure children with special educational
needs and/or disabilities are well supported. For example, they benefit from small, focused
activities. Leaders continually support staff to deliver the curriculum. Teaching is effective,
and, overall, staff engage well with children. However, high-quality teaching skills are not yet
consistently embedded. Not all staff consistently consider ways to enhance children's unique
interests or curiosity, or step in to extend their learning in the moment.
Mathematics is woven throughout learning. Children have opportunities for counting, and
they learn about shape, size, volume and capacity. There is a sharp focus on developing
children's communication, language and their love of books. Toddlers burst into song
independently. Staff extend this learning skilfully, introducing more action songs and rhymes,
which toddlers excitedly take part in. Pre-school children also engage in songs that repeat
fun sounds, such as 'sizzle', 'pop' and 'bang'. Staff prioritise physical development for all
children, and this develops incrementally throughout the nursery. The curriculum promotes
equality, diversity and children's personal, social and emotional development well. Children
develop friendships. Staff support children to reflect on their similarities and to understand
what makes them unique.

Inclusion Expected standard
Leaders and staff identify children's needs quickly and accurately, including the needs of
children with special educational needs and/or disabilities (SEND). They gather clear
information from parents, which supports their initial assessment of children's learning.
Overall, staff use ongoing assessments to identify children's progress and what they need to
learn next. However, leaders and staff do not rigorously monitor the targets of all children
receiving additional support. Some agreed interventions for children with SEND are not
implemented as effectively as others to make a sustained difference to their opportunities
and experiences. However, staff do adapt activities well to suit children's communication
abilities. For instance, they speak slowly with short phrases to ensure they can
communicate effectively with children with SEND.
Leaders and staff work with families, teachers from the local schools and other professionals
to make sure children receive the right support. They aid parents with the completion of
relevant documentation, such as the education, health and care plan. Parents speak highly
of the support for children with SEND. They express thanks to staff for their hard work and
dedication to preparing children for the next step in their education. Leaders make sure staff
attend relevant training and use additional funding well.
Leadership and governance Expected standard
Leaders and staff engage with parents and professionals in a positive and thoughtful way.
They offer stay-and-play sessions for parents and grandparents to share learning that may
happen at home. This supports children's continuity of education and care. Leaders and
staff also support parents through times of transition to enable children to settle quickly in
new rooms and to move on seamlessly to school.
Leaders provide regular opportunities for relevant and appropriate professional
development. For example, some staff have completed training that focuses on using open-
ended, movable materials to encourage children to direct their own play. Constructive
feedback also takes place through supervision, which equips staff to undertake their roles
successfully. Staff report that they feel that their workload is manageable and their wellbeing
is considered by leaders.
Leaders work well together. They are ambitious and continually work with staff to meet the
statutory requirements and improve outcomes for all children. Leaders are responsive to all
children's needs, including those with special educational needs and/or disabilities. Leaders
understand the nursery's strengths and areas for development. For example, staff continue
to improve mealtimes to make these a meaningful learning experience for all children.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
All children, including those with special educational needs and/or disabilities, are happy at
this welcoming nursery. They are well cared for and show how they feel safe and secure. All
children freely explore the environment and engage in a range of play. They attend regularly,
and this has a positive impact on their learning and development. All children make progress
from their individual starting points.
Children have a wide-ranging programme of physical opportunities, indoors and outdoors.
Babies develop their small muscles through a range of sensory exploration. For example,

Inspectors:
Jane Tucker
Leah Selfridge
About this setting
they touch and feel ice and sand with their fingers and feet. Toddlers make marks on paper
with paint, and some name the colours they use. Pre-school children use their hands to
squeeze, roll and shape dough. They create objects that link with the songs they sing, such
as 'sizzling sausages'. This sequence of learning supports early writing and school
readiness when the time comes.
Mathematics is woven skilfully into learning. For instance, as children draw around their
hands, staff encourage them to count their fingers. Pre-school children move on to more
challenging concepts. For example, they sing songs that help them to count backwards from
ten to zero.
Children play cooperatively and show consistently kind behaviour to each other. They learn
about feelings and emotions. Pre-school children listen to recordings of children speaking
about their feelings. They are encouraged to explore the meaning of the language and
identify the emotions. Children take turns to say what they hear and have purposeful
discussions. This learning supports their personal, social and emotional development well.
Next steps
Leaders should consistently monitor the target of children receiving additional support so
that they make a sustained difference to their learning.
Leaders should ensure highly effective teaching and interactions with children are
embedded so that children excel in their learning and development.
About this inspection
The inspectors spoke with leaders, staff and the special educational needs coordinator
during the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.

Unique reference number (URN): 2563491
Address:
40 Wakefield Road
LEEDS
Yorkshire
LS10 3TP
Type: Childcare on non-domestic premises
Registration date: 06/01/2020
Registered person: Bright Horizons Family Solutions Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:15
Local authority: Leeds
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 10 August 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
200
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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